Good Evening! Would you mind I could download your presentation? It would be a great help for me to understand more deeply my report about the Philosophy of Education. By the way, this is my account if you will consider my request. Thank you! rgmark05@gmail.com

Hello, my name is Grace, from Philippines. I am presently taking up Ph.d in Educational management. I would like to ask your permission to download your presentation about educational paradigms and philosophies. I would be very thankful if you allow me to present this presentation in our class in philosophical foundations in education. Thank you so much and God bless to you...

Thank you Prof. Kurt for your helpful powerpoint slides. I have enjoyed reading and appreciating your well-organized structure of these difficult educational paradigms and philosophies. Very much look forward to reading more about your great work.

Transcript of "Paradigms & Philosophies of Education"

2.
PURPOSES OF
EDUCATION
What are reasons for having public education?
Build a Labor
Force
Creative
Thinkers
Responsible
Citizens
Critically Question
Privilege/Oppression
Build a
socially/ecologically
just community
Accumulate
Knowledge
Follow
Directions
Fun
Support the
Growth of the
“Whole” Student
Inspiring

3.
PURPOSES OF
EDUCATION
What are reasons for having public education?
Build a Labor
Force
Creative
Thinkers
Responsible
Citizens
Critically Question
Privilege/Oppression
Build a
socially/ecologically
just community
Accumulate
Knowledge
Follow
Directions Fun
Support the
Growth of the
“Whole” Student
Inspiring

6.
Thinking
Convergent Thinking -
All paths lead to a single destination.This is rooted in a
belief that there is only one “Truth.”
Thought
Truth
New
Thought
ThoughtTruth
Thought
Traditional Liberal/Progressive
scaffold
scaffold

7.
LIBERAL/PROGRESSIVE
EDUCATION
Knowledge still treated as “Truth”
Learning is facilitated by an
authority figure
Students have prior knowledge
and continue to build their schema
Still aiming for the “right” answer;
students’ voices used to validate
curriculum
Dominant Learning Theory:
Constructivism

8.
TRANSFORMATIVE
EDUCATION
Knowledge is socially constructed and
connected to issues of power
Learning is a process of forming new
relationships with community (society
and nature)
Students are social, cultural, and
ecological beings of a community
Pursue voices that are marginalized,
silenced, omitted
Dominant Learning Theory: Critical
Constructivism

9.
Thinking
Divergent Thinking -
Explore many paths in authentic settings with questions
that have no predetermined answer.
Thought
Info
New
ThoughtThought
New
Thought
Transformative
Communities
Critical
Questioning
New
Relationship
New
Relationship

14.
REALISM
The material world is where we should look to for
knowledge (Plato & Aristotle)#
Syllogism - A = B, B = C, therefore C = A
All students are mammals
All mammals have four-chambered hearts
Therefore, all students have four-chambered hearts

18.
KEVIN BACON
Bacon (1561-1626) argues that
knowledge is constructed
through an inductive process.
That is, observations lead to
the construction of a theory.#
This is in direct argument
with Plato & Socrates who
stated that knowledge
construction was deductive.

19.
FRANCIS BACON
Bacon (1561-1626) argues that
knowledge is constructed
through an inductive
process. That is, observations
lead to the construction of a
theory.#
This is in direct argument
with Plato & Socrates who
stated that knowledge
construction was deductive.

22.
JOHN LOCKE
Philosopher John Locke argues
(1632-1704) that we don’t have
ideas ﬁrst (a priori), but we do
make observations, gather
information, and reﬂect on it.#
As a side note, Locke is
generally not known for his
contributions to learning. His
contributions are generally in
political theory.

23.
JOHN LOCKE
Philosopher John Locke argues
(1632-1704) that we don’t have
ideas ﬁrst (a priori), but we do
make observations, gather
information, and reﬂect on it.#
As a side note, Locke is
generally not known for his
contributions to learning. His
contributions are generally in
political theory.

25.
REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Aristotle and Phyllis
(Alexander the Great’s Wife)
"If thus it happened to me, an old man most
wise, that I was deceived by a woman, you can
see that I taught you well, that it could happen
to you, a young man." - Aristotle

26.
REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Aristotle and Phyllis
(Alexander the Great’s Wife)
"If thus it happened to me, an old man most
wise, that I was deceived by a woman, you can
see that I taught you well, that it could happen
to you, a young man." - Aristotle

27.
REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Salome, Herod, and the
beheading of John the Baptist

28.
REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
A mass killing of women during
the “Burning Times”
From the 1400’s - 1600’s between
200,00 and 9 million women were
killed for being “witches.”

29.
REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
A mass killing of women during
the “Burning Times”
From the 1400’s - 1600’s between
200,00 and 9 million women were
killed for being “witches.”

32.
THOMAS AQUINAS & REALISM
Thomas Aquinas (1225-1274)argues
that we can understand
(Christian) God through
reasoning. Our study of nature
and relying upon material things
to learn are helping us learn about
(Christian) God. #
Late 1800’s Vatican revives
Aquinas’ philosophy
(NeoThomism) in an attempt to
resolve the dispute between
science and religion.

35.
LOGICAL POSITIVISM &
TODAY’S SCHOOLS
How does logical positivism inﬂuence education today?
Testing
SRBI
RTI
No Child Left Behind
Race To the Top
Data Teams
How much do these policies and practices
inﬂuence teaching practices today?

37.
Idealism
• Idealism relies on constructing
knowledge through the interrogation
thought and ideas.
• Idealists argue that the material
world is constantly in ﬂux and our
senses are unreliable at best.
Therefore, we cannot ground
knowledge in either.

38.
Roots of Idealism
• What are the roots?
• Socrates & Plato use dialogue to construct
knowledge and understanding.
• Philosophers have the primary objective
of interrogating thought in order to ﬁnd
truth.
• To what extent do scientists play the role
of philosophers in today’s societies?

39.
Truth & Knowledge
• To what extent is there a distinction
between knowledge and “truth” in
idealism?

40.
Idealist Teaching
• Connecting with the process of
reminiscence.
• In other words, through dialogue and
the use of logic teacher brings out
knowledge that students already
know.

41.
Idealism
• How does idealism play out in
teaching and learning in today’s
schools?
• Mortimer Adler & Classic Literature
for all students
• Back to basics movement (Reagan and
William Bennett)

47.
John Dewey
Philosopher John Dewey
(1859-1952) argued that
education needs to focus on
action-oriented experiences
(“Learn by Doing”)
His work began the
“progressive” movement in
education
Argued that schools ought to
produce democratic students
-- this led to social
reconstruction or schools
being used in building a
better society

48.
John Dewey
Chet Bowers argues
that Dewey’s
pragmatism in schools
was culturally
destructive
Dewey argued that
Western practices
were rightfully
dominant in the world

50.
Learning By Doing?
There are obvious benefits to making
education more experiential
More cognitive “glue” is generally
produced
Opportunities to engage more deeply
and more meaningfully with community

51.
Learning By Doing?
Question to consider: To what extent
are we limited if we let experience
be the central resource for informing
us about our practice?
In other words, what is practice
without theory?

52.
Pragmatic Knowledge
Is knowledge that is produced through
pragmatism treated as “truth”?
How is this the same/different than
idealism and realism?

54.
Existentialism
Existentialism -
Strong focus on the
individual’s experience
rather than a universal
truth.
How does the individual
make sense of the
world?
Liberation of the
individual from the
chaotic world

55.
Martin Buber
“I-Thou” relationships
whereby we encounter
each other with deep
respect and honor,
nurturance, and
conviviality
“The world is not
comprehensible, but it
is embraceable
through the
embracing of one of
its beings.” 1878-1965

56.
Martin Buber
“I-It” relationships
whereby we turn people
into objects to control
and manipulate with
each group unaware or
ignorant to the others
essence
This speaks to issues of
power, but Buber did not
do much analysis of social
power structures like
critical theorists did
1878-1965

57.
Maxine Greene
Greene emphasized art,
music, and drama as
being portals to the “I-
Thou” in the context of
education
Describes a movement
towards deep
interconnectedness that
one gains through art
and imagination as a
“wide-awakeness”
1917 - 2014

58.
Maxine Greene
Wide-awakeness is the
goal according to Greene,
but she reminds us that
part of being so is to be
politically and socially
active.
Wide-awakeness is not
politically or socially
neutral
Greene is drawing from
both existentialism as well
as critical social theories 1917 - 2014

59.
Maxine Greene
Greene’s work is on
the border of liberal/
progressive and
transformative
paradigms
She combines critical
social theory with
existentialism
1917 - 2014

60.
Existentialist Teaching
Reject any formalized approach to using “methods”
because any method that is not tailored to the
individual learner cannot be optimally effective
Focus on the individual learner’s needs, interests, and
ambitions.
Focus on the individual’s cognitive and affective needs
AKA “humanist” teaching
AKA “holistic” teaching
AKA “aesthetic” teaching

61.
Limitations: Existentialism
Unaware of the issues of
oppression and privilege
Not comfortable with social
justice issues enough to
teach about them
Encouraging creativity and
imagination without the
connections to social
injustices can be equivalent
to allowing those social
injustices to perpetuate

64.
NEO-MARXISM
Focus on the social processes that perpetuate social
injustices especially in the form of class inequalities.
Critique of capitalism and its processes that create and
maintain “haves” and “have-nots.”
Adapted from the philosophical work of Karl Marx.

65.
KARL MARX & MARXISM
History is deﬁned by class
struggle (as deﬁned by the
economic system of the
region).
The concentration of wealth is
an unfair advantage that
comes with power and
domination of those who do
not have wealth.
Ultimately, there needs to be a
distribution of capital or
wealth, which can lead to a
diffusion of social power 1818-1883

66.
KARL MARX & MARXISM
Marx argued that the wealthy,
dominant elites (bourgeoisie)
used violence (i.e. military, police)
to threaten the poor workers
(proletariat) in order to maintain
class stratiﬁcation (i.e. “social
order”) and the concentration
of wealth.
Marx argued that the wealthy,
dominant elites also used
ideology, or a set of beliefs, to
convince the poor workers that the
system was fair and just so they
did not need to resist. Antonio
Gramsci called this process
hegemony. 1818-1883

68.
NEO-MARXISM
“Neo-Marxists” addressed different problematic
claims that Marx made (such as science being able to
overcome industrial unjust practices and the de-
emphasis of women’s roles in society).
Neo-Marxists still focus on the power issues present
between the classes and in labor in contemporary
society.

70.
CRITICAL THEORY IN SOCIETY
Focuses on hegemony. Hegemony is a) the perpetuation of some
being dominant and most being subordinated, and b) doing so
without the use of violence.
Types of social injustices: racism (White domination), sexism
and patriarchy (Male domination), classism (domination of the
wealthy), heterosexism (domination of heterosexuality),
anthropocentrism (domination of humans over Earth),
Eurocentrism (domination of Western philosophy, science, art
and literature), and the religionism (domination of Christianity).
Sources of hegemony: teachers, media, religious leaders, family,
friends, military, corporations

71.
CRITICAL THEORY IN
EDUCATION
Schools are often places where hegemony occurs.
Schools perpetuate social injustices in the forms of
racism, sexism, classism, heterosexism, anthropocentrism,
Eurocentrism, and the human domination of the earth.
Schools can be sites of hope and possibility because
teachers and students can work to understand or “unlearn”
the roots of all forms of domination and ultimately undo them

72.
PAULO FREIRE
Brazillian educator and
philosopher, Paulo Freire
wrote Pedagogy of the Oppressed
in 1970 arguing that the
oppressed had the capacity
to know the processes of
social domination and
overcome them.
To be clear, Freire was not
the ﬁrst to discuss these
concepts in the context of
education.
1921-1997

73.
CRITICAL PEDAGOGY:
MAJOR PRINCIPLES
Class Struggle:
The primary mode of analysis comes from looking at
how socioeconomics limits people’s power. Jean
Anyon’s study of how knowledge is treated differently
based on the class of the students.

74.
CLASS STRUGGLE IN
EDUCATIONAL CONTEXTS
Jean Anyon’s (1981) study of how knowledge is treated
differently based on the class of the students.
How is knowledge treated in the professional/elite
schools? Middle class schools? Working class power
schools?
How is knowledge treated in “honors” tracks?
“Academic” or lower tracks?

78.
W.E.B. DU BOIS
Wrote The Souls of Black
Folks (1903) and The Negro
(1915)
Argued that all-Black
schools of his time should
focus on helping students
understand their power in
society and ultimately
work for social change.
1868 - 1963

79.
CARTER G. WOODSON
Author, historian, journalist,
teacher, and principal
Second African-American to
earn a Ph.D. from Harvard
(1912)
“Father of Black History” &
Founder of Black History Month
Argued that African-Americans
needed to have more access to
their history so that there could
be more wore work done to
reform society and overcome
oppression.
1875-1950

80.
CARTER G. WOODSON
Wrote The Mis-Education of the
Negro (1933)
Argued that U.S. schools were
not teaching Black students, but
were instead indoctrinating
them to assimilate to the social
structures and hierarchies
Argued that ultimately Black
people would have to become
educated and challenge the
system because those with
power do not give it up readily.

81.
WHAT PARADIGMS AND
PHILOSOPHIES ARE HERE?
Ferris Bueller
Do you teach or do you educate?
When I become a teacher
Dead Poet’s Society
Freedom Writers